The goals of placement reform and the elimination of developmental education at community colleges were to decrease the misplacement of students and to provide students with quicker access to college-level courses to improve retention and student success rates. However, the new placement reforms may be preventing some nontraditional students from…

This resource provides data on the use of assessment instruments and uniform cut scores. The cut scores presented in this resource are the lowest scores a student can receive on an assessment to be considered college-ready. An asterisk indicates that the state uses a subject area test score for the SAT. "SAT (new)" refers to scores…

Developmental education assessment and placement policies guide how students may demonstrate college readiness and are placed into college-level courses. States and postsecondary systems use a variety of measures to determine a student's college readiness. Often, policies require that students submit scores from a national, standardized test. Some…

This article, based on an ethnographic study of an urban General Education Development (GED) program, suggests that for some marginalized young men of color, Adult education programs are counter-spaces of spatial justice in opposition to previous negative school spaces. Framed by critical race theory (CRT) and drawing on critical geography and…

This study was undertaken to investigate the effects of self-efficacy on the performance of General Educational Development (GED) and high school graduates enrolled in developmental reading skills courses. The sample for the study consisted of 100 high school and 31 GED graduates enrolled in developmental reading courses in a midwestern community…

The Tests of Adult Basic Education (TABE) and Tests of Adult Literacy Skills were used to place 168 adult literacy students into classes. The 37-minute TABE Locator Test predicted placements as well as or better than the full 3-hour TABE. Therefore, lengthy placement tests for four or fewer class levels may not be necessary. (SK)

A study of the use of General Educational Development (GED) Test scores for community college English and reading course placement found that the scores were adequate enough predictors of success to be used for that purpose, eliminating the need for additional costly testing. (MSE)

The General Educational Development Tests can be used to place adult basic education students for study, to measure progress achieved, to enable students to qualify for postsecondary education, and to evaluate program effectiveness. (SK)

Adult secondary education learners approach the goal of college-level postsecondary education through three assessment gateways: (a) measures of adult education program learning gains, (b) a high-school equivalency exam, and (c) college placement tests. On the surface, the assessments in this sequence might appear to work in concert and point…

A study evaluated different approaches to placing students in adult literacy classes using 168 adult basic education (ABE) and General Educational Development (GED) students. Students in classes at Rochambeau School in White Plains, New York, were given the Tests of Adult Basic Education (TABE), the Tests of Adult Literacy Skills (TALS), an oral…

The purpose of this document is to assist Florida school districts in implementing the General Educational Development (GED) Exit Option Model for students at risk of not completing high school. Students must be at least 16 years of age and currently enrolled in high school to take the GED tests through the GED Exit Option Model. In addition, the…

In 1989, a study was conducted to determine whether General Educational Development (GED) certificate holders and students with high school diplomas achieved the same degree of academic success at Lorain County Community College (LCCC). The study subjects were LCCC students who were admitted just prior to the 1988-89 school year, including 40…